Browsing by Author "Lekarapa, Ntaoleng Margaret"

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    Explorarion of Grade 10 Mathematics teachers and learners'perception and experiences on utilization of Mathematics examiners'reports
    (National University of Lesotho, 2025) Lekarapa, Ntaoleng Margaret; Mphunyane, M Z; Raphoka, S
    This study explores secondary school Mathematics teachers’ and learners’ perceptions and experiences on the utilisation of Mathematics Examiners’ Reports (MER) in the teaching and learning of Mathematics. There is a need for awareness, accessibility and utilisation of MER according to literature, to inform planning for instructional practices regarding the common errors and weaknesses of learners and their remediation. Feedback Intervention theory (FIT) guided the study based on the three constructs. Firstly, the control of perceived discrepancies, when common errors and weaknesses reflected in MER are given enough attention, there could be provision for new skills and knowledge in solving the problems related to various Mathematics concepts. Secondly, the possibility of an individual changing their way of thinking after receiving feedback, When MER are used in the teaching and learning, the learners’ Mathematics performance might improve, especially when the reports are considered as day-to-day tools for intervention. Lastly, suggestions and recommendations from MER on specific concepts, when learning is not adequate, are meant for directed attainment of expected standard outcome. The study was motivated by willingness to altering the quality of examination responses, that learners provide, guided by views and believes towards utilisation of MER, in teaching and learning Mathematics. The study adopted the qualitative research approach and data was collected through open-ended questionnaire, interviews and focus group interviews. The participants comprised Grade 10 Mathematics teachers and learners from four secondary schools in Maseru Urban and were purposively selected. The data was analysed thematically, by identifying preconceived themes generated from the three research questions and the themes that emerged from the qualitative data to uncover meanings. Familiarisation of data, coding, and highlighting key themes and sub-themes. The findings indicate that some teachers are unaware of the existence of the MER, therefore do not use them. MER were useful to some teachers for day-to-day instructional practices, assessment purposes and examination preparations. Similarly, few learners knew about MER since they perceived are mainly prepared for teachers to identify common mistakes and weaknesses of learners and to provide methods to improve teaching skills on specific concepts. The recommendations proposed, include the need for Continuous Professional Development (CPD) through Mathematics workshops to encourage collaborative review of MER and reflective teaching practices to simplify language used in MER, use of internet for easy access to contents of MER, and for teachers to ensure accessibility of the MER for learners’ consumption.